Andy Charles, and others
Here is an interesting lecture on the concept of concepts which may be
helpful for this chat.
http://www.youtube.com/watch?v=1VvMEnnReK4
It is an elaboration of an article on this topic.
Larry
On Wed, Nov 14, 2012 at 7:25 AM, Charles Bazerman <
bazerman@eduhttp://www.youtube.com/watch?v=1VvMEnnReK4cation.ucsb.edu
wrote:
Dewey's "The Reflex Arc Concept in Psychology" (1896) is not far from
Vygotsky's 1925 talk on the crisis in Psychology--giving them both
similar
starting points.
Chuck
----- Original Message -----
From: Robert Lake <boblake@georgiasouthern.edu>
Date: Wednesday, November 14, 2012 7:20 am
Subject: Re: Fwd: Fwd: [xmca] A Failure of Communication
To: vwilk@inf.shizuoka.ac.jp, "eXtended Mind, Culture, Activity" <
xmca@weber.ucsd.edu>
Hi and thanks for asking
RL
For Dewey, *Mind is primarily a verb *(Dewey, 1934, p. 274).
Dewey, J. (1934). *Art as experience*. New York: Capricorn.
Of course this notion comes straight out of Hegel who wrote that
"mind is
only what it does, and its act is to make itself the object of its
own consciousness" .*Philosophy of Right*,
§<
343, 216.
On Tue, Nov 13, 2012 at 10:36 PM, vwilk <vwilk@inf.shizuoka.ac.jp>
wrote:
If the Ur-Act, the basic, elementary act of human (intellectual) life
relevant to concepts.
For all the stars of present-day continental philosophy is:
pidgeon-holing.
and the concrete answer given by Hegel, Vygotsky, Activity Theory,
Thomas
Kuhn
and Andy is: problem-solving.
What is the concrete path of development that goes through Dewey?
(2012/11/14 10:05), Robert Lake wrote:
And don't forget Dewey :-)
On Tue, Nov 13, 2012 at 6:57 PM, Andy Blunden <ablunden@mira.net>
wrote:
Larry, picking up on a theme introduced by Mike earlier - we have
to ask:
what is the Ur-Act, the basic, elementary act of human
(intellectual)
life?
I know of only two answers to this question, relevant to concepts.
The abstract answer given by mediavel logic, Linnaeus, the
"psychology of
concepts," all the stars of present-day continental philosophy is:
pidgeon-holing.
The concrete answer given by Hegel, Vygotsky, Activity Theory,
Thomas
Kuhn
and me is:
problem-solving.
This is what creates a line of development, Larry.
Andy
--
------------------------------****----------------------------**--**
------------
*Andy Blunden*
Home Page: http://home.mira.net/~andy/
Book: http://www.brill.nl/concepts
<
Larry Purss wrote:
Andy
your comment:
"Ideal typical path of development" *points to* distinct settings
(e.g.
natural science, everyday life at home, school, etc.) which is
indeed
close
to the idea of "genre," but "ideal typical path of development"
is after
all about *paths of development*, ideal ones at that, not
settings,
projects, theories, domains, social groups, frames, or anything
else. :)
Andy, if the focus remains on *typical paths of development* OF
genres,
OF distinct settings OF the existential life world, is it
possible to
have
a conversation within the multi-verse of *romantic science*
As I understand the focus on *typical* is *scientific* the paths
of
development may be romantic and implicate effective history.
I am circling around your invitation to have conversations that
are
interdiciplinary. Simon Critchley, exploring the development of
Continental
Philosophy wrote about Heidegger's idea of
*an existential CONCEPTION of science* Critchley commented,
"This would show how the practices of the natural sciences
arise out
of
life-world practices, and that the life-world practices are not
simply
reducible to natural scientific explanation"
Andy, your specific project to develop awareness of the *typical
paths*
of develop of concept use and transformation through time is
emerging
within a particular tradition or genre of discourse [within
effective
history]. I am playfully inquiring if it may be possible to
*play* [a
word you would not use but points to a hermeneutical genre] on a
larger
*field of play* that *hears* and acknowledges your voice.
I will bring the discussion back to the paper under discussion
and the
fuzzy boundaries between spontaneous and scientific
[systematically
'true'
organized] concepts. Andy the path of development FROM
spontaneous TO
scientific concepts seems to have deen articulated within a genre.
However,
this is not a dis-interested scientific development. Mike pointed
to
developmental praxis as centrally concerning *social goods,
including
moral
goods*.
Within our developing understanding of ideal paths of concept
formation
how is this emerging understanding circling back to exploring how
our
*hearing* gives *voice* to the other*?
{Which I suggest is one way to view the development of psychology
as a
project within a shared moral compass}
Larry
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Social Foundations of Education
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Georgia Southern University
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*Democracy must be born anew in every generation, and education is its
midwife.*
*-*John Dewey.
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